The Wonderful Pigs of Jillian Jiggs - The Centre for Literacy of Quebec

Reading Reinforcement 

Kit for 

"The Wonderful 

Pigs of Jillian 

Jiggs" 

by Phoebe Gilman 

Created by Ann M. 

Gauvin

Table of Contents 

INTRODUCTION AND INFORMATION ABOUT BOOK 

PRE-READING ACTIVITIES 

INTRODUCTION OF THE BOOK 

AFTER THE READING OF THE STORY 

ACTIVITIES PART TWO 

REINFORCEMENT EXERCISES FOR CONSONANT «P» 

CRAFTS 

ACKNOWLEDGEMENTS

READING REINFORCEMENT ACTIVITY KIT 

TITLE OF BOOK : 

AUTHOR/ILLUSTRATOR : 

PUBLISHER : 

The Wonderful Pigs of Jillian Jiggs 

Phoebe Gilman 

http://www.phoebegilman.com 

Scholastic Canada Ltd. 

LEVEL : Grade One 

ISBN NUMBER : 

CONTENT: 

SPECIAL FEATURE : 

KIT PREPARED BY : 

FUNDING FOR PROJECT : 

0-590-74847-5 

Once the irrepressible Jillian Jiggs learns how to 

make cloth pigs, she aims to make lots of 

money by selling them in the neighbourhood. 

But she discovers that she can't bear to part 

with her creations and instead shows others - 

including the reader - how to make their own 

pigs. 

There are detailed instructions at the back of the 

book on how to make cloth pigs. 

Materials are included in this kit for this craft. 

Ann M. Gauvin 

Quebec City Reading Council 

(418) 658-8298 

Through Concerted Literacy Councils of Quebec 

Federal/Provincial Initiatives Project

EARLY SKILLS BY GRADE 

In its study of reading research, Preventing Reading Difficulties in Young Children, the 

National Research Council has come up with a list of skills students need to master in the 

early grades to remain on track for reading success. Here's a glimpse: 

Kindergarten 

Can name and recognize all the letters in the alphabet. 

Understands that the sequence of letters in a word represents the sequence of sounds. 

Recognizes some simple words by sight, such as "a," "the," "my," "you." 

Correctly answers questions about stories read aloud. 

Given a set of spoken words such as "dan, dan, den," can identify the first two as the same 

and the last one as different. 

Given a set of spoken words like "dak, pat, zen," can recognize that the first two share a 

sound. 

Can come up with a word that rhymes with a spoken word. 

Can write his or her own name. 

First Grade 

Can read aloud and comprehend any text designed for the first half of first grade. 

Can sound out simple words as well as short nonsense words (sit, zot). 

Routinely sounds out unfamiliar words in text. 

Monitors own reading and self-corrects when an incorrectly read word doesn't fit with cues 

provided by letters in the word or context. 

Can count the syllables in a word. 

Can blend or separate the sounds that make up a word. 

Can answer simple written questions about a text.

Second Grade 

Reads and understands fiction and nonfiction at grade level. 

Can sound out multi syllable words with regular spellings such as capital, Kalamazoo. 

Sounds out unknown words. 

Reads many irregularly spelled words and common letter patterns such as special vowel 

combinations or word endings. 

Reads voluntarily to pursue his or her own interests or purposes. 

Correctly spells previously studied words. 

Represents all the sounds of a word when spelling.

THE WONDERFUL PIGS OF JILLIAN JIGGS 

PRE-READING ACTIVITIES : Have the child draw a picture of a pig 

DIRECTIONS : Using the example below, have the child draw and 

colour his pig. 

Find printable colouring activities at: 

Pigs at Enchanted Learning 

http://www.enchantedlearning.com/themes/pig.shtml 

Includes pig rhymes, crafts and printouts to colour.


PRE-READING ACTIVITIES : Nursery Rhymes 

DIRECTIONS : This activity should be theme related to the story 

1. Introduce the Nursery Rhyme, chants or fingerplays. If it comes from a book 

introduce the author, illustrator and talk about the cover. 

2. Read the rhyme, verse etc. If using a fingerplay, teach the motions while you read. 

3. Choose one or more of the following reading activities to complete with the child. 

• have the child join in with you 

• have the child read or repeat it to you 

• take turns reading or repeating one line each 

• leave out words and challenge your child to replace them 

SELECTION TO USE : 

This little pig went to market 

This litte pig stayed home 

This little pig had roast beef 

This little pig had none. 

This little pig said, 

« Wee, wee, wee » 

All the way home. 

To market, to market 

To buy a fat pig 

Home again, home again 

jiggety-jig. 

THIS LITTLE PIG 

Hold baby's big toe and wiggle gently 

Hold baby's next toe and wiggle 




Then run your fingers up to his neck 

and tickle gently. 

TO MARKET 

Note: With the above verse, you could have the child colour a picture. (Pictures can 

be obtained at the sites listed below). 

Find printable Mother Goose rhymes with illustrations at: 

The Real Mother Goose 

http://trmg.designwest.com/contents.html


INTRODUCTION OF BOOK : 

DIRECTIONS : Introduce the Cover of the book 

Introduce the title, illustrator, author 

Questions to be asked: 

READ THE STORY : 

1. What do you think this book is about? 

2. On the cover show me Jillian Jiggs. 

3. Have we read other Jillian Jiggs books? 

DIRECTIONS : Follow the directions contained in this Kit on how to read a story 

aloud 

AFTER THE STORY : 

During the story i.e. on page 28 ask « How do you think Jillian is 

feeling now? 

On page 30 : « What has Jillian decided ? 

Questions : 

1. Did you like the story? 

2. If you were to make a pig, what would it be like ? 

3. What would you call your pig? 

4. Draw your favourite part in this story (see attachment) 

5. Choose your favourite sentence from the story (see 

attachment) 

6. In re-reading the story another time, follow the exercise « 

What's Missing » (attachment)

Focus 

Goal 

Points to Discuss 

How to Tell a Story 

The WAY you tell a story is important. 

For parents to use storytelling techniques when they read to their 

children. 

• Have fun. Act like you are having fun! If you want your child to enjoy the story, 

you must enjoy it, too. 

• Be dramatic. Put excitement in your voice. Don't read or tell a story as if it is 

normal conversation. 

• If a cat purrs, make your voice sound like a cat purring! If a lion roars, sound 

like a lion roaring! 

• Imitate other sounds. If a train is part of the story, make the sound of a train! 

• Use different voices for different characters. If the character is an old lady, make 

your voice sound like an old lady! If the main character is a mouse, make your 

voice squeaky! 

• If a song or verse is part of the story, sing it! Make up the tune. 

• Use hand actions. If something is big, show how BIG it is! 

• Use your face. Look surprised or afraid or happy or sad if the story calls for it! 

• Use props. If the story is about a bear, have your child's teddy bear listen to the 

story, too! 

• Act out parts of the story. Speak clearly. Don't speak too fast. 

• Pause when you want to build excitement. 

• Involve your child. Have him or her make the sounds or actions. 

• Make your child the main character, or make one of his or her toys. 

• You don't need to read a book to do all these things! You can tell a story. 

• Tell your child your favourite children's story, or make up your own story.

• You may want to tell a story about your own childhood, or something funny that 

happened to you. 

• Don't be afraid to exaggerate!

Activities for Parents 

Putting Expressions into Stories 


Introduce the idea that HOW you tell a story is important. You can add to your child's 

enjoyment of a story by using the techniques of good storytellers. One way to do this by 

putting expression in your voice. 

Try this activity: 

Have parents think of a daily routine - maybe waking up, getting dressed, getting the 

children up, making breakfast... 

Then have parents tell each other the routine in a way that makes it sound EXCITING! Do 

the "storytelling" in pairs, or as a "round the circle" group activity. 

Repeat the activity making the daily routine seem: 

• sad 

• funny 

• frightening 

• mysterious. 

Barnyard 

Children's storybooks feature a variety of characters, often animals. Emphasize that 

parent's can increase their child's interest in a book by imitating the voice of the character 

while reading. If a cat purrs in a story, make your voice SOUND like a purrrr. Or invite your 

child to "read" that part in the story, and purrrr... 

Have the group create the sounds of a barnyard. Assign each parent a different farm 

animal, or have the parent pick an animal. At a set signal, have all parents imitate the 

sound of that animal for fifteen seconds! 

Here is a variation of the "Barnyard" game. Make one card for each member of the group. 

On the card print the name of a barnyard animal. "Clue code" the word with a picture for 

non-reading parents. Include two cards featuring each animal; i.e., two cards reading cat, 

two cards reading cow, etc.


Have parents pick a card, look at it, but keep their "animal" secret. At a signal, parents 

make the sounds of their animal. The challenge: to find the person in the group who drew 

the same animal card! Parents continue the barnyard sounds until everyone has found his 

or her match. 

"Voice" Lessons 

Here is another idea to emphasize how VOICE can be used to enhance a story. Assign each 

parent a character that may appear in a children's storybook: 

• fierce lion 

• mouse 

• snake 

• a little child 

• a witch 

• a fairy godmother 

Give parents simple lines to repeat. Have them say the lines in a voice that sounds like their 

animal or character. Samples include: 

• "There's no place like home." 

• "Frankly, Scarlett, I don't give a damn!" 

• "Play it again, Sam." 

• "Will you marry me?" 

• "Excuse me, where is the ladies' washroom?" 

Body Language 

Introduce the idea that a parent can add enjoyment to the storytelling by acting out parts of 

the story, using simple hand /body actions, and facial expressions. To emphasize these 

"silent" storytelling techniques, have parents show the following WITHOUT the use of words: 

• Looking for something 

• Scolding somebody 

• Petting an animal

• Carrying a heavy bundle 


• Carrying something very small and precious 

• Something very TALL 

• Something very short 

• Being frightened 

• A HAPPY ending!


AFTER THE READING OF THE STORY : Comprehension questions for promoting 

thinking skills 

DIRECTIONS : Questions for promoting thinking skills should fit into four categories 

1. Literal : 

Who or what was involved? What happened? Should be 

answered in 2 or 3 sentences for primary grades 

Example: What happened in this story ? 

2. Interpretive : 

Why did" x" happen? What does the word" x" mean in this 

sentence? 

Example: Why did Julian not want to sell her pigs? 

3. Critical : 

Was it good? Why? Did you like it ? Why? 

Example: Did you think that her idea of teaching her friends 

how to make the pigs was a good one? 

4. Creative : 

What's going to happen next? Draw a picture to show how you 

feel about the story. 

Example: Draw a picture of what part he/she liked best


AFTER THE READING OF THE STORY : Question Mapping 

DIRECTIONS : To get children to think about their reading they should be raising 

their own questions. To promote this active role, parents can use 

a question map or four kinds of questions to guide children. 

Children are to develop at least one question in each of the four 

groups. Sample questions follow: 

BASIC INFORMATION QUESTIONS : 

OVERALL MEANING QUESTIONS : 

JUDGEMENTS QUESTIONS : 

CONNECTIONS QUESTIONS : 

Sample : 

Who are the main characters? What is the sequence of 

three major events? 

Sample : 

What are the characters trying to accomplish? 

Sample : 

Did these characters act responsibly? Was the story 

worthwhile? 

Sample : 

Can the story be used in their lives? How are the 

elements of the story tied together?


RECALL OF DETAILS FROM STORY READ : 

Directions : Ask the child to match up the names of the PIGS from the story with the 

descriptive phrases on the index cards. 

a. Take index cards and write the names of the pigs on one set and on the second set 

write the description of each of the pigs 

b. You will also write the remaining names of the pigs from the story without any 

description 

c. You can reverse the process for an additional reinforcement exercise 

d. You can also ask the child to find these same names and descriptive phrases in the 

story 

Match - ups: 

Names Phrases 

James 

Clarissa 

George 

Jane 

Miranda 

McTavish 

Blackberry Billy 

Lavender Lilly 

Dudley 

Sue 

Beep,Bop,Boo 

Marvin 

Thomas 

Rosie 

Marlene 

Gregory 

sweet, smiling face 

old fashioned lace 

hat and cane 

George's girlfriend 

red cheeks, long-dark eyelashes 

old, drooping mustaches 

pirate pig 

princess pig 

striped pig 

plaid 

Martian Pigs


RECALL OF DETAILS FROM STORY : 

Directions : 

After reading the story and after the initial discussion and perhaps other exercises, 

this written exercise will be of benefit to the child in recalling the story in a 

different format. 

This exercise could also be done orally if the child has too much difficulty in writing 

or you could write down the answers for the child once he/she has orally given the 

answer. 

If the child has difficulty in retrieving the answer, you could suggest that he/she go 

back to the story.

QUESTIONS ON RECALL OF THE STORY 

1. What day of the week did Jillian decide to clean her room ? 

Answer: Saturday 

2. What was in the jar in Jillian's room that looked like the noses of pigs ? 

Answer : buttons 

3. How many pigs did Jillian think that she could sell if she set up a store ? 

Answer : 50 or more 

4. Can you sing the song that Jillian sang as she made her pigs ? 

Answer: 

« Jillian, Jillian, Jillian Jiggs 

Maker of wonderful, marvellous pigs » 

5. What did Jillian dress up the second pig in ? 

Answer : old fashioned lace 

6. Describe the pig called « McTavish » 

Answer : old with a drooping mustache 

7. What were the names of the Martian pigs ? 

Answer : Beap, Bop and Boo 

8. Who were Jillian's two friends who came over to play with her ? 

Answer : Rachel and Peter 

9. What was the song that Rachel and Peter sang when they saw Jillian's room ? 

Answer: 

« Jillian, Jillian, Jillian Jiggs 

Your room really looks like it's lived in by pigs » 

10. How much did Jillian, Peter and Rachel decide to sell the pigs for ? 

Answer : 10 cents

AFTER THE READING OF THE STORY : 

CUT-UP SENTENCES 

DIRECTIONS : 1. Read the book with your child and discuss the story 

2. Have the child choose his or her favourite sentence from the 

story or make up a sentence about the story 

3. Write the sentence on a sentence strip 

4. Have the child read the sentence. As he/she reads each 

word, cut it off the strip 

5. Scramble the words 

6. Have the child put the sentence in order and read it to check 

for mistakes

AFTER THE READING OF THE STORY : 

WHAT'S MISSING ? 

DIRECTIONS : In re-reading the story a second time - 

1. Begin reading the book 

2. Leave out a word or phrase on each page 

Example: 

And Little Red Riding Hood said « Oh, what big sharp 

----------- you have, Grandma » 

3. Wait for the child to suggest appropriate words or phrases. 

If she/he offers words that do not change the story's 

meaning, continue reading 

4. For very young children, leave out nouns and verbs to 

make the activity less complicated. 

5. Be sure to leave enough original words and phrases in the 

story so the story line has continuity.


VOCABULARY: DIFFICULT WORDS FROM STORY 

Directions : 1. Have the child circle the word with the colored « wicki stix » 

2. On index cards write or have the child write the word while 

saying it 

3. Have the child find the letters to make the word from 

Scrabble Tiles or magnetic letters 

4. If still having difficulty, have the child trace the letters on 

sandpaper 

5. Have the child visualize the word: look at it, close his eyes 

and see it, write the word and say it. 

6. Separate the words into syllables i.e. sew ing or mar vel 

lous


READING READINESS : Rhyming Vocabulary words from the story 

DIRECTIONS : Re-read the story with the child and have him/her 

circle the rhyming endings of the words from the story 

using the « wicki stix » or pointing to them or having 

him write them down 

List of Rhyming Word endings from the Story : 

pin 

recall 

Jiggs 

warning 

store 

along 

face 

cane 

names 

Billy 

dozens 

sale 

in 

at all 

pigs 

morning 

more 

song 

lace 

Jane 

James 

Lilly 

cousins 

tale


REINFORCEMENT EXERCISES FOR CONSONANT « P » 

Directions : Help your child plan a PRETEND PARTY to celebrate the letter « p ». Ask your 

child to 

a. tell you the foods that could be served at the party; 

b. ask him/her to find the appropriate word from the pile of cards 

c. say the word again 

d. draw a picture of the food 

Make sure the names begin with the « p » sound i.e. pizza or popcorn. 

Possible Responses : 

pizza 

pretzels 

potato chips 

peanuts 

peanut butter 

Materials required : 

pop 

punch 

pie 

pogos 

popsicles 

pancakes 

pasta 

pates 

pears 

plums 

peaches 

popcorn 

Index cards with the above foods printed in lower case letters. These can be printed by hand 

or use the computer and then paste onto the cards. 

Paper, pencils, crayons etc. for drawing of above foods.


Directions : Have the child play the game « I SPY » with you - something in the 

room that begins with the « p » sound or any other sound that the 

child is having difficulty with from the story.


For more reinforcement ideas, check out the following web sites: 

ABC Collection. Coloring Pages. Primary Games.com 

http://www.primarygames.com/print_zone/coloring/coloring_pages.htm 

Alphabites (Activities for All Letters of the Alphabet). Alphabet Soup. 

http://www.alphabet-soup.net/alphabite.html

CRAFTS 

Follow Pheobe Gilman's "Instructions for making a wonderful pig," on pages 35-36 of the 

story book. 

"Piggies After Our Snack." KinderArt Littles 

http://www.kinderart.com/littles/piggies.shtml 

Follow instructions to make little pigs from drinking cups and construction paper. 

"P is for Pig Cupcake" 

http://family.go.com/recipes/special/cake/cake_pig/

ACKNOWLEDGEMENTS 

MATERIALS / IDEAS WERE EXTRACTED FROM 

THE FOLLOWING PUBLICATIONS: 

1. Help America Read - A Handbook for Volunteers 

2. Kindergarten Activities - homework helpers (Frank Schaffer Publication) K level 

3. Nursery Rhyme Fun - homework helpers (Frank Schaffer Publication) Grades Pre K-l 

4. Partners in Print - The Emergent Literacy Plan (Creative Teaching Press and Abrams 

& Co.) 

5. Parent Talk - a publication of the ERIC clearinghouse 

6. Other materials used in the activities have been so noted within the Kit itself.

EXAMPLES : 

PIG RELATED STORIES 

The Three Little Pigs Paul Galdone 

The Three Little Pigs James Marshall 

The True Story of the 

Three Little Pigs Jon Scieszka 

The Three Little Pigs and 

the Fox William Hooks 

The Three Little Wolves and 

the Big Bad Pig Eugene Trivizas & Helen Oxenbury 

Ziggy Piggy and the Three Pigs Frank Asch 

Goldilocks Comes Back Anne Meyers 

Five Little Piggies Martin 

Charlotte's Web E.B. White 

The Three Little Pigs Modern Publishing

The Wonderful Pigs of Jillian Jiggs - The Centre for Literacy of Quebec

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